全文連結:
英文標題:
THE IMPACTS OF TAIWANESEJAPANESE AND TAIWANESESINGAPOREAN EXCHANGE ACTIVITIES ON PRIMARY STUDENTS’ COGNITIVE COMPETENCE IN INTERCULTURAL COMMUNICATION
期刊卷期:
文章單元:
中文摘要:
研究目的
本研究之目的在探討兩所臺灣小學國際交流活動（一所為臺日，另一所為臺新）對小學生跨文化溝通之認知能力的影響。
研究設計／方法／取徑
本研究以開放式問題問卷（學習單）與半結構式訪談蒐集資料，由研究者設計問卷，發放參與交流的小學生填寫，並訪談
40 位參與交流的小學生。
研究發現或結論
本研究之發現有以下四項：一、就文化知識而言，國際交流活動有助於小學生對交流國家文化的認識，但無法促進對其文化
體系的系統性理解。二、就溝通規則而言，小學生對溝通規則的覺知乃是建立在師長所強調的「禮貌」概念上，但對於溝通
內容之適當性的認識有限。三、就連結與比較而言，國際交流活動有助於小學生印證所學或打破刻板印象，了解文化異同，
但小學生未能展現比較不同國家深層文化內涵的能力，也易以偏概全。四、就詮釋與認知彈性而言，交流過程所累積的異文
化經驗與知識有助於學生運用認知彈性進行詮釋。整體而言，小學生的詮釋類型多元，但有歸因錯誤、流於空洞以及本質主
義的問題。
研究原創性／價值
回顧國內外針對小學生實體國際交流之研究，未見針對跨文化溝通之認知能力的專門研究，就此而言，本研究可彌補此不足
之處，具有其開創性。此外，本研究對小學生跨文化溝通之認知能力的分析成果與建議，亦有助於未來小學生國際交流活動
與跨文化溝通訓練課程之規劃。
英文摘要:
Purpose
The purpose of this research was to explore the impacts of two primary schools’ international exchange activities
(one Taiwanese Japanese and the other TaiwaneseSingaporean) on primary students’ cognitive competence of
intercultural communication.
Design/methodology/approach
Open-ended questionnaires (worksheets) and semi-structured interviews were employed to collect data in this
research. The researcher designed the questionnaires which were completed by primary students participating in
exchange activities. The researcher also interviewed 40 participating primary exchange students.
Findings
This research derived four findings: 1. Regarding cultural knowledge, international exchange activities promoted the
primary students’ knowledge of exchange countries’ cultures, but they did not facilitate systematic understanding of
their cultural systems. 2. Concerning communication rules, the primary students’ perception of communication rules
was based on the concept of manners as emphasized by their teachers. However, the primary students’ perception of
the appropriateness of communication content was limited. 3. With respect to relating and comparison, international
exchange activities contributed to the primary students’ confirming what they had learned, eliminating stereotypes and
learning cultural similarities and differences. Nevertheless, the primary students exhibited little competence of comparing
in-depth cultural contents between different countries and demonstrated the fallacy of hasty generalisation. 4. Regarding
interpretation and cognitive flexibility, the accumulated experience and knowledge of other cultures through the process
of exchange facilitated the primary students’ employment of cognitive flexibility in interpretation. Generally, the primary
students’ interpretations were diverse but exhibited the problems of misattribution, a lack of meaning, and essentialism.
Originality/value
In previous research on primary students’ face-to-face international exchange activities, cognitive competence in
intercultural communication has been neglected. The present research is original in that it compensates this deficiency.
In addition, the analytical results and suggestions provided by this research on primary students’ cognitive competence
in intercultural communication can facilitate the design of primary schools’ international exchange activities and
intercultural communication training programmes.
作者:
作者介紹:
國立暨南國際大學國際文教與比較教育學系副教授
關鍵字:
APA格式:
黃文定(2017)。臺日與臺新交流對小學生跨文化溝通之認知能力的影響。當代教育研究季刊，25（2），1-41。
